scholarly journals Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic

2021 ◽  
pp. 195-209
Author(s):  
Jodie Hunter ◽  
Roberta Hunter ◽  
John Tupouniua ◽  
Generosa Leach
Keyword(s):  
New Zealand ◽  
Open Economy ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Well Being ◽  
Low Socioeconomic ◽  
Aotearoa New Zealand ◽  
Strength Based ◽  
The World ◽  
Mathematics Teaching And Learning

AbstractThe COVID-19 pandemic has caused new ways of doing and being, both in education systems and beyond across the world. In the context of Aotearoa/New Zealand, the widely supported government approach focused on the well-being of the nation with a position that saving lives was more important than maintaining an open economy. As researchers and educators, we supported teachers as they worked with their students in their home settings. This provided us with an opportunity to explore a vision of a reinvented system of mathematics education beyond institutional and formal structures of schools. In this chapter, we present the analysis of the responses from 24 educators mainly from low socioeconomic urban settings as they reflected on how they enacted mathematics teaching and learning during the lockdown while connecting with students and their families as well as their subsequent learning from this experience. Results highlighted that the mathematical learning of students went beyond what was accessed by digital means and included parents drawing on rich everyday opportunities. A key finding was that by supporting and privileging the well-being of students and communities, the connections and relationships between educators and families were enhanced.

Research, Reflection, Practice: Look Who's Talking: Differences in Math Talk between U.S. and Chinese Classrooms

2008 ◽  
Vol 15 (2) ◽  
pp. 120-124
Author(s):  
Linda Sims
Keyword(s):  
United States ◽  
Education Research ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Fifth Grade ◽  
Math Talk ◽  
The World ◽  
Mathematics Teaching And Learning

After twenty-three years of teaching, I stepped out of the classroom and into the world of education research. As part of a team of researchers comparing mathematics teaching and learning in the United States and China, I spent many hours watching videotaped mathematics lessons from fourth- and fifth-grade classrooms in both countries. It was fascinating. (To be honest, it was luxurious, since I was not also trying to grade spelling tests while I watched.) After I got past my initial reactions to the foreign setting—including bare walls, desks in rows, and over forty students per class—more substantive features of the differences between Chinese classrooms and what I was accustomed to seeing in U.S. classrooms began to capture my attention.

Older people and their social spaces: A study of well-being and attachment to place in Aotearoa New Zealand

2009 ◽  
Vol 68 (4) ◽  
pp. 664-671 ◽  
Author(s):  
Janine L. Wiles ◽  
Ruth E.S. Allen ◽  
Anthea J. Palmer ◽  
Karen J. Hayman ◽  
Sally Keeling ◽  
...  
Keyword(s):  
New Zealand ◽  
Older People ◽  
Well Being ◽  
Social Spaces ◽  
Aotearoa New Zealand ◽  
Attachment To Place

Book Review: We Know More Than We Can Tell A Review of the Second Handbook of Research on Mathematics Teaching and Learning

2008 ◽  
Vol 39 (5) ◽  
pp. 552-561
Author(s):  
John A. Dossey
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Information Age ◽  
National Council ◽  
Mathematics Teaching And Learning

Second Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics. (2 volumes). Frank K. Lester Jr. (Ed.) (2007). Charlotte, NC: Information Age Publishing, 1363 pp. ISBN 978-1-59311-176-2 (pb) $350.00 (U.S.) per set. ISBN 978-1-59311-177-9 (hb) $499.00 (U.S.) per set.

Against Global Literary Studies

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jacob Edmond
Keyword(s):  
Comparative Literature ◽  
New Zealand ◽  
World Literature ◽  
Literary Studies ◽  
Aotearoa New Zealand ◽  
Institutional Frameworks ◽  
The World

Abstract Literary studies has taken a global turn through such institutional frameworks as global romanticism, global modernism, global anglophone, global postcolonial, global settler studies, world literature, and comparative literature. Though promising an escape from parochialism, nationalism, and Eurocentrism, this turn often looks suspiciously like another version of Anglo-European imperialism. This essay argues that, rather than continue the expansionary line of recent decades, global literary studies must allow other perspectives to draw into question its concepts, practices, and theories, including those associated with the terms literature, discipline, and comparison. As a settler colonial (Pākehā) scholar in Aotearoa New Zealand, I attend particularly to Māori literary scholars from Apirana Ngata, Te Kapunga Matemoana (Koro) Dewes, and Hirini Melbourne to Alice Te Punga Somerville, Tina Makereti, and Arini Loader. Their work highlights the limitedness of global literary studies in its current disciplinary guise. Disciplines remain important when they bring recognition to something previously marginalized, as in the battle to have Māori literature recognized within Pākehā institutions. What institutionalized modes of global literary studies need, however, is not discipline but indiscipline: a recognition of the limits of dominant disciplinary objects, frameworks, and practices, and an openness to other ways of seeing the world.

Ka mura ka muri: understandings of organ donation and transplantation in Aotearoa New Zealand

2021 ◽  
pp. medhum-2020-012038
Author(s):  
Rhonda Shaw ◽  
Robert Webb
Keyword(s):  
New Zealand ◽  
Organ Donation ◽  
Well Being ◽  
The Body ◽  
Cultural Meanings ◽  
Aotearoa New Zealand ◽  
Values And Beliefs ◽  
History Of ◽  
Research Findings ◽  
Interview Studies

In this article, we refer to the separation of solid organs from the body as bio-objects. We suggest that the transfer of these bio-objects is connected to emotions and affects that carry a range of different social and cultural meanings specific to the context of Aotearoa New Zealand. The discussion draws on research findings from a series of qualitative indepth interview studies conducted from 2008 to 2013 with Māori (the Indigenous people of Aotearoa New Zealand) and Pākehā (European settler New Zealanders) concerning their views on organ donation and transplantation. Our findings show both differences and similarities between Māori and Pākehā understandings of transplantation. Nevertheless, while many Māori draw on traditional principles, values and beliefs to reflect on their experiences in relation to embodiment, gift-giving, identity and well-being, Pākehā tend to subscribe to more Western understandings of identity in terms of health and well-being, in line with international literature on the topic. Rather than reflecting individualistic notions of the body and transplantation as the endpoint of healthcare as do Pākehā, Māori views are linked to wider conceptions of family, ancestry and belonging, demonstrating how different rationalities and ontologies affect practices and understandings surrounding organ transfer technology. In the article, we focus predominantly on Māori perspectives of organ transfer, contextualising the accounts and experiences of our research participants against the backdrop of a long history of settler colonialism and health inequalities in Aotearoa New Zealand.

scholarly journals Translation and Continuity of Tradition: An Ongoing Dialogue in Aotearoa (New Zealand)

2021 ◽  
pp. 371-384
Author(s):  
Jaspreet Kaur ◽  
Renata Jadresin Milic
Keyword(s):  
New Zealand ◽  
Current State ◽  
Aotearoa New Zealand ◽  
The People ◽  
The World ◽  
Migratory History ◽  
Architectural Tradition ◽  
Ongoing Dialogue

Though short, Aotearoa/New Zealand’s history is rich and holds an abundance of knowledge preserved in the form of songs, beliefs, practices, and narratives that inform this country’s unique place in the world as well as the identity of its people. This paper observes that with migratory history and a heritage of colonization, the people of Aotearoa/New Zealand express three identities: indigenous, colonial and migrant, all with a claim to appropriate representation in the country’s built fabric. It discusses the current state of knowledge by looking at the history and architectural tradition manifested in Auckland, the largest and fastest-growing city in Aotearoa. It adds that further research is required to understand and develop an appropriate methodology to address Auckland’s growing multiculturalism, which lacks adequate expression.

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